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Features of Residencies and of the New Generation of Educators Initiative (NGEI) October 5, 2018 Find webinar resources at www.calstate.edu/teachered (Resources)
Features of Residencies and
of the NewGeneration of
Educators Initiative(NGEI)
October 5, 2018
Find webinar resources at www.calstate.edu/teachered (Resources)
Welcome and California Context
Marquita Grenot-Scheyer
Assistant Vice Chancellor for Educator Preparation and Public School Programs
California State University Office of the Chancellor
Residencies and State Funding
• $75 million in 2018 State Budget for teacher residencies
• $50 million for residencies in special education; $25
million for residencies in bilingual education and STEM
• To be offered by LEAs (districts and county offices of
Education) in partnership with accredited teacher
preparation programs
• All CSU campuses are encouraged to explore potential
residencies with LEAs
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Some Required Attributes of a Teacher
Residency Program
• Resident must spend a minimum of one year in the school
setting, at least half time across the year participating in all
aspects of the teacher role
• Preparation coursework is completed during the year as a
resident
• Each resident works with an experienced Mentor Teacher
• Mentor Teacher has at least 3 years of teaching experience
and a clear credential in Special Education, STEM, or
Bilingual Education
• Candidates are grouped in a cohort for collaboration
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In-progress and Forthcoming RFPs
• Teacher Residency Grant – Round 1: for currently
operating teacher residency programs (due Nov. 15);
• Teacher Residency Capacity Grant – Round 2:
RFP released Oct. 1, due Nov. 5)
• Teacher Residency Grant – Round 2: to begin a
new or expand an existing teacher residency
program (RFP anticipated Oct. 15)
• Teacher Residency Grant Program webpage:
www.ctc.ca.gov/educator-prep/grant-funded-
programs/teacher-residency-grant-program
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Introducing Guest Presenters on Residencies
Macy Parker
Senior Program Officer
S. D. Bechtel, Jr. Foundation
Introducing Guest Presenters on Residencies
• Presenters in this webinar include experts on and
experienced providers of residencies:
– National Center for Teacher Residencies
– Prepared to Teach, Bank Street College
– California State University, Bakersfield
– Bakersfield City School District
– California State University, Fresno
• A welcome and thanks to all of them and our
additional presenters
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National Network of High Performing
Residency Programs
Anissa Listak, President
National Center for Teacher Residencies Team
www.nctresidencies.org
NCTR, CA and the Teacher ResidencyMovement
NATIONAL CENTER FOR TEACHER RESIDENCIES
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NCTR’S LEADS THE FIELD
• Launched and support the scale and sustainability of 34 residencies in 8 years
• Developed the only set of Standards for Effective Residencies,which operate as a standard-bearer of quality nationwide
• Operate network of programs that acts as thought leaders andpeers to drive quality in the residency movement
• Evaluate and research the model more than any other organization
• Develop and implement policy strategies to reduce barriers toresidency program development
• Credible and ongoing relationships with major national fundersto accelerate the residency movement
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RESIDENCIES ARE PRODUCING RESULTS
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THE HEADLINES – WHAT ARE WE TRYING TO SOLVE FOR?
Lack of Preparation
High Turnover
High Cost to Taxpayers
Teacher Shortages
Stagnant Student
Achievement13
THE RESIDENCY MODEL
High-need districts and IHEs build relationships to develop a consistent and reliable pipeline of effective teachers who are prepared to serve PK-12 students, and are retained.
Strategic Recruitment & Rigorous Selection of residents and mentors, targeted to meet resident and district needs
Innovative coursework and program development that focuses on the PK-12 student and his/her learning, as well as the teacher candidates
Strategic placement of graduates in Title I schools
Ongoing and aligned induction and assessments14
• Universities innovate coursework, building upon existing programming, to be wrapped around clinical experience
• Residencies support the whole life-cycle of the teacher: job-embedded preparation with robust mentoring support through placement and induction
• Districts and principals vet for quality before hiringcandidates
• Residencies recruit and select candidates who may nottypically select into teaching
RESIDENCIES ARE A SOLUTION
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NCTR offers context-driven consulting and thought partnership;curriculum, exemplars, and strategies to build a highly-effectiveteacher residency program
– Clearly articulated program vision and plan for building and sustaining key partnerships, in service to the district
– Plan for assessment and evaluation of resident graduates
– Strategy to scale and sustain program financially
– Strategies for recruitment and selection of residents, mentors, and training sites
– Fully developed residency year curriculum, aligned to district needs
– Plan for placement/employment of program graduates
NCTR PROGRAMMING
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Fresno
Bakersfield
Sacramento
Turlock
Los Angeles
San FranciscoOakland
Monterey
CA FOOTPRINT
In CA, NCTR offered programming to the following cities/regions:
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Partnership & Program Sustainability
Recruitment & SelectionResidents / Training Sites / Mentors
Residency Year Curriculum
Graduate Impact
Co
mp
eten
cyA
reas
STANDARDS FOR EFFECTIVE TEACHER RESIDENCIES
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PARTNERSHIP & SUSTAINABILITY
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PARTNERSHIP & SUSTAINABILITY
• Shared vision, goals, and accountability for a program that develops teachers in service to school district(s) needs
• Consistent and authentic collaboration that strengthens thepotential of the partnership
• Commitment to building a shared plan for excellence and jointly monitoring and taking action on data about candidate performance
• Commitment to leveraging shared resources and building a plan for financial sustainability
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• Residents are selected based on the competencies of effective teachers and to meet an identified district need
• Effective mentor teachers are selected for impact on student learning and ability to coach an adult learner
• Training sites are selected to promote a culture of learning, achievement, and growth
RECRUITMENT & SELECTION
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RESIDENCY YEAR CURRICULUM
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• Position teacher candidates as co-teachers
• Emphasize candidate performance and accountability through competency-based assessments and the use of district or state-aligned evaluation tools
• Increase mentor selectivity and development
• Devise new, clinically based roles of faculty to accommodate programmatic changes
RESIDENCY YEAR CURRICULUM
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Reimagining coursework, pedagogies, and pathways to program entry, including:
- tightening theory-to-practice integration
- using simulations and rehearsals
- designing unique routes to program entry that attract individuals into the profession who otherwise might not consider teaching as a career possibility
RESIDENCY YEAR CURRICULUM
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• Residencies measure their impact on schools and communities; teacher professional growth, preparation and development; and, student achievement
GRADUATE IMPACT
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Web
inar
Tool
/Gu
idan
ce
Co
nsu
ltin
g
Be
nch
mar
kin
g
• Clearly define financial sustainability
• Identify high-leverage options to improve financial sustainability
• Identify hard truths
• Excel tool to help you build a 5-year budget
• Guidance document to help you think through key decisions around staffing, costs and funding
• Phone consultations with NCTR team members and finance experts to help you troubleshoot financial planning decisions and address questions around program costs and funding
• Collect, analyze and share benchmarking data collected through this process
NCTR Technical Assistance 26
Existing Sources
ExpandedSources
• TQP• SEED• AmeriCorps• Scholarships• Loan Forgiveness• State Grant Programs• Philanthropy• Partner Districts• IHEs
Title II of ESSA provides support for teacher and school leader residency programs
SOURCES
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SOURCES
• Reach out with any questions or needs• Sarah Cohen: [email protected]
• Refer to NCTR’s resources in the development of your proposal:• https://nctresidencies.org/nctr-resources/
• CTC hosting and posting a series of webinars
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QUESTIONS?
/NationalCenterForTeacherResidencies
/company/national-center-for-teacher-residencies
@nctresidencies
@nctresidencies29
Planning for Quality Residencies with Sustainable
Funding in Mind
Bank Street College of Education
Prepared to Teach
www.bankstreet.edu
Planning for Quality
Residencies with Sustainable
Funding in Mind
Karen DeMoss, Director, PREPARED TO TEACH
Doug Knecht, ExecutiveDirector, Bank Street Education CenterKaren DeMoss, Director, Prepared to Teach
Doug Knecht, Executive Director, Bank Street Education Center
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Key Transformation Elements from
New Generation of Educators Initiative (NGEI)
Ruth Yopp-Edwards
California State University, Fullerton
www.calstate.edu/ngei
Key Transformation Elements (1)
Programs within the Next Generation of Educators are
guided by five key elements:
• Forming Deep Partnerships between campuses and K-
12 district(s)
• Collaboratively defining Prioritized Skills of a well
prepared new teacher
• Preparing candidate through Practice-Based Clinical
Preparation at selected school sites
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• Providing Formative Feedback on Prioritized Skills to
teacher candidates
• Using Data for Continuous Improvement
• The Key Transformational Elements align closely with
the practices of teacher residencies
Key Transformation Elements (2)
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Examples of NGEI Partnerships (1)
• CSU Bakersfield with Bakersfield City School District
• CSU Channel Islands with University Preparation Charter
School and Ocean View School District
• CSU Chico with Chico Unified School District
• CSU Dominguez Hills with LAUSD Local District South
• Fresno State with Fresno Unified School District, Sanger
Unified School District, and Central Unified School District
• CSU Fullerton with Anaheim Union High School District,
Orange Unified School District, and Placentia-Yorba Linda
Unified School District
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Examples of NGEI Partnerships (2)
• CSU Long Beach with Long Beach Unified School District
• CSU Monterey Bay with Monterey Peninsula Unified
School District
• Sacramento State with Sacramento City Unified School
District
• Cal Poly San Luis Obispo with Lucia Mar Unified School
District
• Stanislaus State with Ceres Unified School District and
Turlock Unified School District
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Kern Urban Teacher Residency: An NGEI Project with a
Primary District Partner
CSU Bakersfield and
Bakersfield City School District
www.bcsd.com
www.csub.edu/sse/teacher_education/
www.kernurbanteacherresidency.org/
Kristina LaGue, CSU Bakersfield, [email protected]
Brandon Ware, Bakersfield City School District, [email protected]
Joint Selection of Mentors
1. Mentor Application andEducational Philosophy
2. Observation
3. Principal Recommendation
4. Handbook created to reflect vision and mission of the program
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Joint Selection of Residents
1. District Administrator(s) participate in initial interviewing of credential program applicants.
2. Residents’ roles, expectations,and responsibilities are jointlycreated based on district needs.
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Monthly Meetings: DataAnalysis
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Monthly Meetings: DataAnalysis
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Credential Coursework
1. Dedicated team of faculty who specialize in KUTR
2. Dedicated coursework offered atdistrict--cohort model
3. District instructional specialists provide support for alignment and authenticity
4. Leverage district PD whenapplicable
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Completer Survey Data: KUTR Cohort1
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Sustainability-CSU Bakersfield
1. Full time KUTR liaison provides coordination, university supervision, and teaches one course for the KUTR
2. Funding for small class sizes of 20-25 to maintain the cohort model
3. In-kind support from Universityfaculty and staff
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Sustainability-BCSD
1. Dedicated halftime administrator
2. Mentor Stipend
3. Resident Stipend
4. Instructional Specialist
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Contact Information
Coordinator of Curriculum,
Bakersfield City School District
Phone:
Email: 661-631-4778
Twitter handle: _mr_ware_
Professor and Department Chair of
Teacher Education
California State University, Bakersfield
Phone: 661-654-6546
Email: [email protected]
Twitter Handle:KristinaLaGue2
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Fresno State Teacher Residencies: An NGEI
Project with Multiple District Partners
Fresno State Team
www.csufresno.edu/kremen
California State University,Fresno
Presenters
• Laura Alamillo, Interim Dean [email protected]• Lisa Bennett, Coord Mult Subj [email protected]• Colleen Torgerson, Partnership Coord [email protected]• Cathy Yun, Chair & PI NGEI [email protected]
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California State University,Fresno
Fresno State Kremen School of
EducationPartnerships to Residencies
(TQP & NGEI)
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California State University,Fresno
Partnerships toResidencies2006 - present
This work:• is about a common vision and goal
(TK-12 student growth)• is based on strong relationships• requires leadership both at the
university and district (especially site principals)
• serves our region and community• is Win-Win districts have a pool of
candidates who are like 2nd year teachers and universities have access and opportunities, as well as meeting their mission
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California State University,Fresno68
California State University,Fresno
10 Suggestions When Partnering
TAKE ADVANTAGE OF NCTR TRAININGS
1. Determine a lead person for the district and university to build trust andcommunication
2. Be open to infuse district needs, values and practices in the preparation
3. Commit to teaching cohorts out on district sites (schools)
4. Joint selection of candidates and Mentors (master teachers)
5. Be clear on roles and communication with norms for meeting/common agenda forms
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California State University,Fresno
10 Suggestions When Partnering (cont’d)
TAKE ADVANTAGE OF NCTR TRAININGS
6. Assign a Faculty-in-Residence and Teacher-in-Residence or a universityliaison
7. Team Teach courses: Faculty and District staff; Faculty accessclassrooms for model lessons
8. Train in Co-Teaching to Candidates, Mentors and Coaches
9. Operate through the lens of a Cycle of Inquiry and improvement;collect and use data
10. Document (photos, newsletters, publications) and share your work
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California State University,Fresno
District determined lens
University accreditation, new TPEs, required credential courses, and clinicalexperiences with emphasis on CLSP, UDL, DAP and Inquiry. The lens is usedas a focus to make a difference and develop the residency as a resource.
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California State University,Fresno
Residency DecisionsGrade span and lens
• School site availability, characteristics and leadership
• Schedule (time & semester) of coursesand clinical hours
• Process for joint selection of candidates, mentors, and coaches
• Faculty and District pairs to TeamTeach
• Selection of Teacher In Residence & Faculty IR
• Dress code, parking, food on campus,lanyards, fingerprinting
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California State University,Fresno
NGEI/Fresno USD Residency siteWISHON Elementary
Features of a PDS model:• Candidates spend a full year in the school- are
considered part of the staff and have the same time, dress, meetings responsibilities
• Principal a member of planning team• Faculty and Teacher in Resident collaboration; ½
time• Unique schedule with dual listed courses (grad &
credential)• Deep work in lens of residency - STEM• All teachers in the school involved – most are
mentors• Use of CREATe – observation protocol – rubric used
to provide formative feedback and move candidates in our profession
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California State University,Fresno
Issues to Prepare for and Address
• Communication requirements
• Making teaching assignments and preparing faculty to teachout in the schools
• Changes in leadership at the school districts (frequent) and atthe university
• Cohort effect
• Moving from university supervision to a coaching model
• Scheduling issues
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California State University,Fresno
Issues to Prepare for and Address (cont’d)
• Professional differences related to curriculum
• Orienting new members to your norms and communicationexpectations
• Balance - Infusing the MA raises the conversations and rigorbut it can also be very exhausting to the candidates
• Assessment design and needs; District input with a lens of continuous improvement
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California State University,Fresno
ASSESSMENT TO DATE:SUCCESS &MORE EXPECTED
99% Employment – Principals requesting
Districts seeking partnerships and residencies
Through multiple measures schools in partnership are improving and surpassing like schools in test scores.
EXAMPLE: 1 year designation improvement at PDS
Grade 3 ELA
Grade 1 ELA
Grade 3 Math
26% to 70%
33% to 43%
34% to 69%
Qualitative study (Tracz et al, 2018): candidates and principals shared that residents exceeded traditional program graduates in expectations
One year out CSU survey of candidates the partnership candidates documented 15-10% higher ratings on many items. Efficacious perception noted.
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Closing Remarks
Joan Bissell
Director of Educator Preparation and
Public School Programs
California State University Office of the [email protected]
Closing Remarks
S. D. Bechtel, Jr. Foundation
• We wish to thank all of today’s excellent presenters
• The presentations have clearly highlighted key features
of residencies
• They have also shown the close alignment between the
CSU Next Generation of Educators Initiative (NGEI) and
residencies
• We encourage you to check for forthcoming details of
new state residency funding at the CTC web site
– https://www.ctc.ca.gov/educator-prep/grant-funded-
programs
www.calstate.edu
Thank You!77
Find webinar resources at www.calstate.edu/teachered (Resources)
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